Section 1: Content Accuracy
| Criterion | 4 – Exemplary | 3 – Proficient | 2 – Developing | 1 – Beginning |
|---|---|---|---|---|
| Greenhouse Gases | Accurately identifies 3+ GHGs and clearly explains the greenhouse effect with a connection to temperature change. | Identifies 3 GHGs and explains the greenhouse effect with minor gaps. | Identifies 2 GHGs; explanation is incomplete or partially inaccurate. | Fewer than 2 GHGs identified; greenhouse effect is missing or incorrect. |
| Causes of Climate Change | Clearly distinguishes natural vs. human causes; addresses the natural variability misconception; covers transportation, agriculture, and land-use. | Distinguishes natural vs. human causes and covers most activities with minor omissions. | Some causes listed but the natural vs. human distinction is unclear. | Causes are vague or conflate natural and human factors. |
| Effects on Earth & Animals | Analyzes effects on temperature, precipitation, and ecosystems with specific examples (migration, extinction, habitat loss). | Covers effects with at least two examples; analysis is mostly complete. | Mentions effects but lacks specific examples or depth. | Effects listed without explanation; major gaps present. |
| Reduce, Reuse, Recycle | Detailed, realistic action plan linked to course content; connects individual and community actions to broader climate solutions. | Clear action plan; most actions linked to content with some source support. | Action plan present but vague or only partially connected to content. | Action plan missing, unrealistic, or unrelated to climate change. |
Section 2: Learning Design
| Criterion | 4 – Exemplary | 3 – Proficient | 2 – Developing | 1 – Beginning |
|---|---|---|---|---|
| Learning Theory Alignment | Design choices clearly grounded in a learning theory; rationale is specific and supported by literature. | Learning theory identified and mostly applied; rationale is reasonable with some support. | Theory is named but application is superficial or inconsistent. | No clear learning theory or rationale is missing. |
| Learning Objectives | All 4 objectives are specific, measurable, and mapped clearly to their subtopic and assessment. | Most objectives are measurable and aligned with minor gaps. | Some objectives are vague or misaligned with assessments. | Fewer than 3 objectives or too broad to assess meaningfully. |
| Assessment Plan | Formative and summative activities described; feedback mechanisms are clear and outcomes-aligned. | Assessment activities described for most modules; feedback plan present with minor gaps. | Partially developed; feedback or grading rationale is unclear. | Missing or only one activity described; no feedback mechanism. |
Section 3: UDL & Technology
| Criterion | 4 – Exemplary | 3 – Proficient | 2 – Developing | 1 – Beginning |
|---|---|---|---|---|
| UDL / CAST Principles | Addresses all three UDL principles with specific strategies for diverse learners (ELL, ADHD, visual/hearing impairments). | Addresses at least two UDL principles with concrete strategies; most learner groups considered. | UDL mentioned but strategies are vague or only one principle applied. | No meaningful application of UDL; learner diversity not considered. |
| Technology Choices | Platform and tools clearly justified; accessibility features (captions, mobile-friendly, low-bandwidth options) built in and linked to UDL. | Technology choices appropriate with some justification; most accessibility needs addressed. | Technology selected but rationale is weak or accessibility is minimal. | Choices not justified; no accessibility features mentioned. |
| Interactive Activities | Each subtopic includes a distinct, engaging activity tied to its learning objective and accommodates multiple modalities. | Most subtopics have interactive activities aligned to objectives; minor gaps. | Some activities included but not clearly interactive or aligned to objectives. | Activities missing for most subtopics or are passive (read-only). |
Grade bands: Exemplary (A): 90–100 | Proficient (B): 75–89 | Developing (C): 60–74 | Beginning: Below 60
Each criterion is scored 1–4. Multiply by 2.5 for points out of 10. Total = 100 points.